CHAPTER ONE

THE PROBLEM

1.1 Introduction

The use of audio visual in education has been extensive, as it has been effective in increasing

productivity and retention rates, where research has shown that people remember 20% of what

they see, 40% of what they see and hear, but about 75% of what they see and hear and do

simultaneously (Lindstrom, 1994). Audio visual is now permeating the educational system as a

tool for effective teaching and learning. With audio visual, the communication of information

can be done in a more effective manner and it can be an effective instructional medium for

delivering information. Audio visual access to knowledge is one of the possibilities of

information and communication technology that has tremendous impact on learning. The

instructional media have emerged in a variety of resources, and equipment, which can be used to

supplement or complement the teachers’ efforts in ensuring effective learning by students. It is

recognized that conventional media technologies can no longer meet the needs of our teaching

and learning processes; as a result they are being replaced by audio visual technology. This

technology provides a learning environment that is self-paced, learner-controlled and

individualized (Ogunbote and Adesoye (2006).

However, information technology application serves different purposes, such as knowledge

sharing-portal, search engines, public administration, social service and business solution.

Oshodi, (1999) posits that awareness created towards the use of information and communication

technology over the years is increasing in the classroom learning environment in the third world

such that mere verbalization of words alone in the classroom to communicate ideas, skills and

1
attitude to educate learner is futile. Omagbemi (2004) supporting this view expressed that access

to audio visual information could stimulate changes and create conducive learning environment

and make learning more meaningful and responsive to the localized and specific needs of

learners.

Studies have shown that, there are some factors that determine academics’ use and non-use of

new technologies for teaching and learning in the advanced countries and these include, the

needs of the learner, the characteristics and experiences of academics, the technology available,

the environment within which academics work and how valuable they perceive the use of

technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and

Kwan, 2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the

academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale, Urguhart and

Armstrong, 2002).

The Federal Republic of Nigeria (1998) refers to secondary education as the education given in

institutions for children aged 11 to 16 years old. It further stressed that since the tertiary

education system is built upon it, the secondary level is the key to the success or failure of the

whole national educational system. In other words, the secondary education is the second tier 6-

3-3-4 educational system which is for six years duration in Nigeria. Auwal et al (2014).

Biology generally is the science of the life of animals and plants Hornby, (2004). It also has to do

with the studies of the inter-relationships between the living organisms and their immediate

environment. In all spheres of human activity, biology plays a prominent role. It is indispensable

in the fields of medicine, agriculture, brewery and petro-chemical industries and even in geology

2
and mining. Because of the indispensability of biology, much emphasis has been placed on

biology instruction especially at the secondary school level. This is to ensure full realization of

the objectives of biology education as stipulated in the National Policy on Education F.M.E.

(2007) Judith et al (2014).

Unfortunately, available evidence has revealed that students’ performance in biology has been

quite discouraging (WAEC 2009, 2010 and 2011). This situation is particularly disheartening

when we realize that the success of our nation in science and technology depends to a great

extent on the mastery of this fundamental aspect of science. Also according to the WAEC Chief

Examiner’s Report (WAEC 2010; 2011 and 2012), the senior secondary school biology

candidates’ have a number of problems associated with both cognitive and motor skills which

have culminated in the poor achievement of students in the certificate examinations. This

stimulated several speculations and arguments at the Science Teachers Association of Nigeria

(STAN) workshops, meetings and seminars that prompted the introduction of the new science

modules which are now operational at the national workshop levels and during the annual

conferences. The target was to juxtapose methods and contents for improving the current state of

achievement in biology and other sciences. The concern has been on how to get science teachers

depart from the traditional approach of science teaching to a new approach Judith et al (2014).

Poor teaching methods adopted by teachers at senior secondary school level in Nigeria have been

identified as one of the major factors contributing to poor performance of students in biology

Ahmed & Abimbola, (2011) Kareem, (2003) and Umar, (2011).The conventional teaching

method is classroom-based and consists of lectures and direct instructions conducted by the

3
teacher. This teacher-centered method emphasizes learning through the teacher’s guidance at all

times. Students are expected to listen to lectures and learn from them. The teacher often talks at

the students instead of encouraging them to interact, ask questions, or make them understand the

lesson thoroughly. Most classes involve rote learning, where students depend on memorization

without having a complete understanding of the subject. Just passing the tests, consisting of

descriptions, matching, and other forms of indicators, is all that matters to complete the

curriculum Adegoke, (2011); Umar, (2011). The persistent use of this method makes students

passive rather than active learners. It does not promote insightful learning and long–term

retention of some abstract concepts in biology (Ahmed, 2008; Ahmed & Abimbola, 2011;

Kareem, 2003; Umar, 2011).

Eryilmaz (2004) observed that gender contributes to poor achievement of students in biology.

Gender according to Yang (2010) refers to the social attribute sand opportunities associated with

being male and female and the relationships between women and men; girls and boys, as well as

the relations between women and those between men. These attributes, opportunities and

relationships are socially constructed and are learned through socialization processes. According

to Mbajiorgu (2003), female enrolment in biology and science subjects in general is very poor.

This is in line with the study by Gonzuk and Chargok (2001) which revealed that the number of

females who study biology in secondary and tertiary institutions is small compared to the number

of boys. This difference in the number of females and males in the study of biology has created

gender disparity in the academic achievement of students in biology and science subjects as a

whole Borniface et al (2013)

4
From research evidence, educators see the pressing need to reconsider the techniques and

methods of instruction at senior secondary school level. To address these challenges, there is

need for an instructional system that is supported by technology for meaningful learning. In this

21st century, a motivating and captivating approach should be encouraged to help students better

learn, understand, and retain biology concepts and promote their future involvement. One of the

promising approaches, according to Adegoke (2010); Kuti (2006); Mayer, Dow, and Mayer

(2003); and Moreno and Mayer (2000), involves multimedia presentations supported in visual

and verbal formats supplemented with pictures, animations, texts, and narration. Amosa et al

(2014).

1.2. Statement of the Problem

There is an urgent need to improve the quality of education to bridge the gap between developed

and developing nations, and audio visual instruction is considered as a necessary tool for this

purpose. However, the presence of audio visual alone will not bring significant changes in a

school. Teachers are important ingredient in the implementation of audio visual instruction.

Without the involvement of teachers, most students may not take advantage of all the available

potential benefits of audio visual learning on their own. Teachers need to actively participate in

the use of audio visual facilities for students. They have to be trained in the use of audio visual

materials and in its integration in the classroom activities to enhance thinking and creativity

among students. They must also learn to facilitate and encourage students by making them

responsible for their own learning. Many of the current graduates were found to be lacking in

creativity, communications skills, analytical and critical thinking and problem – solving skills

Teo and Wong,( 2000); Tan, (2000).

5
In this study, attempts will be made to examine the effect of using audiovisual materials on the

performance among SS2 biology secondary school students in Zaria, Kaduna State, Nigeria.

1.3. Objectives of the Study

Specifically, the objectives of this study are to:

1. investigate the difference in the academic performance of SS2 students taught biology

using audio visual instructional materials and those who were taught without instructional

materials.

2. determine the difference in the academic performance of male SS2 students who were

taught biology using audio visual instructional materials and those who were taught

without instructional materials.

3. determine the difference in the academic performance of female SS2 students who were

taught biology using audio visual instructional material and those taught without

instructional materials.

1.4. Research Questions

The study is structured to provide answers to the following research questions:

1. What is the difference in the academic performance of students taught with audio visual

materials and those taught without instructional materials.

2. What is the difference in the academic performance of SS2 male students taught biology

using audio visual instructional materials and those taught without instructional materials.

3. What is the difference in the academic performance of SS2 female students taught

biology using audio visual materials and those taught without instructional materials.

6
1.5 Null Hypotheses

The following hypotheses are formulated and tested;

1 There is no significant difference in the academic performance of SS2 students taught

biology using audio visual instructional materials and those taught without instructional

materials.

2 There is no significant difference between the performance of SS2 male students taught

biology using audio visual instructional materials and those taught without instructional

materials.

3 There is no significant difference between SS2 female students taught biology using

audio visual instructional materials and those taught without instructional materials.

1.6. Delimitation of the Study

The study was delimited to SS2 biology students of selected secondary schools in Zaria,

Kaduna State.

1.7 Basic Assumptions

For the purpose of this study, it was assumed that:-

1. audiovisual instructional material assists in enhancing students’ retention skills and

mastery of the subject matter.

2. instructional materials could improve class atmosphere, making teaching and learning

more interesting.

3. participation in classroom activities could help to improve students’ attitude towards a

subject.

7
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This study investigates effects of audio visual materials on students’ performance in Biology

among SS2 students in Zaria L.G.A. of Kaduna State. In chapter 1, the research questions, the

null hypotheses and the objectives of the study were outlined. The focus of this chapter is to

review literature relevant to the study. The review is organized under the following sub-

headings:

2.2 Audio-visual Materials Defined

2.3 Students Academic Performance in Biology

2.4 Gender and Academic Achievement

2.5 Science Teaching Methods

2.6 Information Communication Technology

2.8 Types of Audio-visual Materials

2.2 Audio Visual Materials Defined

Webster’s Encyclopedia Unabridged Dictionary of the English Language, defines Audio-Visual

Aids as “training or educational materials directed at both the senses of hearing and the sense of

sight, films, recordings, photographs, e.t.c used in classroom instructions, library collections or

the likes”. The term has also been defined by Dike, (1993) as; those materials which do not

depend solely upon reading to convey meaning. They may present information through the sense

of hearing as in audio resources, sight, as in visual resources or through a combination of senses.

Indeed, the variety of such resources is a striking characteristic.

8
According to (Anzaku, 2011) “the term audio-visual materials are commonly used to refer to

those instructional materials that may be used to convey meaning without complete dependence

upon verbal symbols or language”. Thus according to the above definition, a text book or a

reference material does not fall within this grouping of instructional materials but an illustration

in a book does. Some audio-visual components are in the nature of process and experience, for

example, dramatizing an event or a procedure or making drama. Some of the audio-visual

materials like the motion pictures require the use of equipment to release their latent value. Some

do not need equipment at all like an exhibit or a study print. This term designates in common

usage both material things as well as processes such as field trips Doosuur et al (2013).

Anzaku further stated that audio-visual materials include materials and equipment alike, that

materials are considered to be system, or body of content of potential value when put to work,

while equipment or instructions, often referred to as hardware, components, are the means of

presenting such content.

Audio visual is defined as the combination of various digital media types such as text, images,

sound and video, into an integrated multi-sensory interactive application or presentation to

convey a message or information to an audience. In other words, audio visual means “an

individual or a small group using a computer to interact with information that is represented in

several media, by repeatedly selecting what to see and hear next” Agnew, Kellerman and Meyer,

(1996).

9
Reisman (1994) described audio visual as a ray of “computer-driven interactive communication

system, which create, store, transmit and retrieve, textual, graphic and audio networks of

information.

In this study, the effects of using audio-visual aids will be investigated in teaching Biology at

SS2 level.

2.3 Students Academic Performance in Biology

The teaching of biology as a subject in secondary schools is faced with many problems. The poor

academic achievement of students in biology as indicated in the report of WAEC and National

Teachers Institute (NTI) as well as the result of state common entrance examination has led to

persistent public outcry as regards the falling standard of biology education. Science subjects are

already facing a problem. This is mostly in the area of availability of laboratories and other

teaching facilities in their right number of students studying science Auwal et al (2004).

Biology is a very important subject; it has to be given more priority. It enables one to understand

himself and his intermediate environment. Nevertheless, the knowledge acquired in Biology

subject is applied in many fields such as Medicine, Biochemistry, Pharmacy, Microbiology and

Agriculture among others. Students’ achievement in Biology subject in Senior Secondary

Certificates Examination (SSCE) has been unsatisfactory over many years. Various reasons have

been attached to this problem by scholars. Dinah (2013) concluded that, availability of text

books, laboratory apparatus and other learning resources contribute significantly to the

performance of students in Biology examination. He added that, students with positive attitude

towards the subject register better performance than those who had a negative attitude. Those

10
with positive attitude are motivated to work hard and this is reflected in the good marks scored in

the examination.

Suman (2011) conducted a research on influence of parents’ education and parental occupation

on academic achievement of students. He concluded that education and occupation of parents

positively influence the academic achievement of children. Femi (2012) concluded that

education qualification of parents and health status of students are significant factors that affect

the academic performance of students.

According to Akinsanya et al. (2014) parents’ education has the highest significant influence on

the academic achievement of students. This is because the child from educated family has a lot

of opportunities to study hard due to his/her access to internet, newspaper, television. They can

also taught extra lessons at home. Students raised from an illiterate family have limited access to

that. It has been observed that the falling academic standard and the influencing factors include

the economic status of the parents. Just having a look at the present economic situation of the

country, many poor parents do send their children to go and do petty house hold work before

going to school, These children were confused on that they can help their family through that.

However, poverty of parents has elastic effects on their children academic works as they lack

enough resources and funds to sponsor their education and good school, good housing facilities,

medical care and social welfare services. Femi (2012) in his study says, socio-economic and

education background of parents is not significant factors in students’ performance.

Osuafor (2013) in their research on influence of family background on academic achievement of

secondary school Biology students revealed that family structure, parents’ occupation and
11
educational level of parents did not have significant influence on students’ achievement in

biology. Memon (2010) in his study revealed that majority of students whose parents were well

educated perform better in matriculation examination as compared to those students whose

parents were less educated or illiterate.

Manalanga and Awelani (2014) concluded in their result that the possible factors responsible for

the poor performance in Biology include lack of financial support, lack of equipped libraries,

lack of laboratories and Biology textbooks, method of teaching and e.t.c. Furthermore, practical

Biology exam if highly scored improves the Biology grade. Teachers should be encouraged to

assess learners regularly on practical skills. Perhaps, more practical lessons should be availed

and documented so that teachers should plan for them and regular inspection to insure the actual

order is adhered to Wabuke, (2013).

The problems of student’s under achievement in biology have been observed by many

researchers and viewed in different angles due to its diversity. Cohen (1976) put it that “directly

or indirectly classroom interactions are controlled by the teacher for it is he who promotes

particular learning situation through his choice of objective, organization of experience, selection

of materials and methods in order to facilitate the students’ academic performance.

Owino et al. (2014) attached the problem with inadequate supply of teaching and learning

resources such as chemicals, charts, apparatus, models, local specimens, laboratories, textbooks,

and libraries led to poor performance in Biology. They added that irregularities related to the

teaching of Biology such as irregularity in administration of practical, class discussion, teachers

not allowing students to ask questions, teachers not giving prompt feedback on assignments or
12
exams, by not making the Biology subject interesting and teachers not conducting demonstration

during practical. The above mentioned studies indicate the possible factors responsible for low

academic performance of students. In order to improve student’s achievement and arouse their

interest, students have to be taught biology with hands on and different learning materials so as

to enable them acquire the cognitive competence and professionals of biology that they need

Auwal et al (2004).

2.4 Gender and Academic Achievement

Gender difference was first investigated by sociologist of education. The focus was largely on

female under achievement at every level of the educational system. Therefore there is need to

promote the teaching and learning of biology in schools especially among female student.

Ajejalami and Busari (1990) identified the following factors as contributing to under

representation of females in science and technology education in Africa;

 Lack of functional guidance and counseling services

 Relationship of gender to occupational prestige

 Influence of schooling

 Family background

 Interest among other factors

 Lack of adequate orientation programme

 Societal discrimination against females in education

 Occupational choice and adaptation of science and technology

Fakorede (1999), in his own contribution posited that poor enrolment of girls in science subjects

is due to:

 Inadequate opportunity for girls to study science,

13
  Inadequate achievement of girls in science,

 Inadequate interest of girls in science,

 Unfavorable attitude of girls to science learning and

 Inadequate knowledge of girls on the true nature of science.

The critical belief of biological theorists is that gender differences are natural and therefore

unalterable (Olubunmi, 2001). It would be right and proper to treat boys and girls in schools

differently because their natural inclinations are different roles. Thus, theories were advanced

that females excelled in language based subject because of their greater and reasoning abilities

yet under performed in sciences because of their lower level of innate ability of shape and form

factors Borniface et al (2013).

This study aims to find out the effect of gender on the academic performance of SS2 biology

students taught with audio-visual aids and those taught without audio-visual aids.

2.5 Science Teaching Methods

Teaching with research based methods increases student engagement and understanding

of material.

Teaching Strategies

1. Direct experience. The laboratory and field components of biology instruction should

provide experiences for direct student involvement which emphasize the above process

skills and the tentative nature of science. Knowledge is gained by observing cause and

effect relationships among variables. It is essential for students to be provided

opportunities for questioning, hypothesis formulation, experimental design, and data

analysis. Also, students must be given opportunities to pursue procedural options rather

14
 than simply follow recipes. They must be provided opportunities to design and carry out

their own experiments. While computer-assisted instruction and video materials

contribute to biology learning, they should not be used to completely replace direct

observation of living organisms or for experiments in which students learn cause and

effect relationships between and among biological phenomena. School administrators

need to recognize the expenses related to offering experiential, hands-on laboratory

courses and strive to provide adequate funding.

2. Instructional time. Biology courses should have an integrated laboratory and/or field

experience component in which students spend at least one-half of their total instructional

time. Provisions for this amount of laboratory and field work should be made in the

curriculum of a biology course.

3. Instruction. Each teacher's expertise should be paramount in determining appropriate

lessons and sequence of instruction. Research has shown that beginning a unit of study

with experiences in a laboratory or field setting allows students to construct new

knowledge for themselves. These experiences can provide the basis for the introduction

of more abstract concepts presented in lectures, discussions or reading assignments.

Teachers should be supported in introducing such experiences at the beginning of each

unit.

4. Quality of instruction. Biology laboratory instruction should provide students with

frequent opportunities to observe and experiment with living materials, as opposed to

nonliving specimens or artifacts. Use of preserved specimens rather than models should

be incorporated when models cannot provide the same experience adequately. Every

student should have direct, hands-on experiences with the laboratory materials. Resources

15
 should be available to allow all students, regardless of ability, to experience laboratory

and field instruction in a safe environment.

5. Teacher education. Teachers of secondary biology laboratory instruction are expected to

have a major in the biological sciences and should have formal training in laboratory and

field teaching strategies (see Biology Teaching Preparation Standards for Middle and

Secondary Teachers). Instruction in biology laboratory and field study should be an

integral part of preservice and in-service teacher training. Ideally, pre-service teachers

should do "lab and/or field science" under the guidance of a research scientist. One

cannot truly teach or truly understand process science until he/she has science research

experience. Educational institutions should encourage their life science teachers to grow

professionally by attending summer institutes and professional meetings, as well as

taking graduate courses in biology and biology education. Administrators should seek

educational funding from available sources to support and compensate teachers in their

efforts to update their current knowledge and to network with colleagues from different

schools.

Teachers use of efficient teaching strategies can enhance the performance of students, this study

seeks to investigate the use of audio-visual aids as an effective teaching strategy to determine its

effect on the academic performance of SS2 students taught biology with audio-visual aids and

those taught without audio-visual aids.

2.6 Information Communication Technology

ICT (Information communication technology or technologies) is an umbrella term that includes

any communication device or application, encompassing radio, television, cellular phones,

16
computer and network hardware and software, satellite systems and so on, as well as the various

services and applications associated with them, such as videoconferencing and distance learning.

ICTs are often spoken of in a particular context, such as ICTs in education, healthcare, or

libraries (techtarget.com).

Information and communication technology (ICT) has become, within a very short time, one of

the basic building blocks of modern society. Many countries now regard understanding ICT and

mastering the basic skills and concepts of ICT as part of the core of education, alongside reading,

writing and numeracy ICT adds value to the processes of learning, and in the organization and

management of learning institutions. The Internet is a driving force for much development and

innovation in both developed and developing countries UNESCO (2002).

The field of education has not been unaffected by the penetrating influence of information and

communication technology. Undoubtedly, ICT has impacted on the quality and quantity of

teaching, learning, and research in traditional and distance education institutions. In concrete

terms, ICT can enhance teaching and learning through its dynamic, interactive, and engaging

content; and it can provide real opportunities for individualized instruction. Information and

communication technology has the potential to accelerate, enrich, and deepen skills; motivate

and engage students in learning; helps to relate school experiences to work practices; helps to

create economic viability for tomorrow’s workers; contributes to radical changes in school;

strengthens teaching, and provides opportunities for connection between the school and the

world (Davis and Tearle, 1999; Lemke and Coughlin, 1998).

17
Information and communication technology can make the school more efficient and productive,

thereby engendering a variety of tools to enhance and facilitate teachers’ professional activities

(Kirschner and Woperies, 2003). In research, ICT provides opportunities for schools to

communicate with one another through email, mailing lists, chat rooms, and so on. It also

provides quicker and easier access to more extensive and current information, and it can be used

to do complex mathematical and statistical calculations. Furthermore, it provides researchers

with a steady avenue for the dissemination of research reports and findings Yusuf and Onasanya,

(2004).

Looking at the role of education in the development of any society, the school will be

indispensable in developing an ICT culture of any country. The school must provide effective

leadership in ICT integration, through research, modeling of effective integration of ICT, and

provision of opportunities for professional development of citizens of a country Yusuf, (2005).

In this study, the effect of use of audio-visual aids which are IT devices on the academic

performance of SS2 biology students will be investigated

2.7 Types of Audio-Visual Materials

There are different ways of classifying audio-visual materials. As listed by (Fayemi,T.A)

together with the necessary related equipment for putting them to work in the classroom, audio-

visual materials include the following:

REALIA in social and physical environment: These materials, situations, and the people have

to be visited, studied, observed, reacted to and worked with, right in their natural environment.

The study of relia may then demand field trips, demonstration, experiments and other direct

experiences as processes for getting the meaning. They may come into the class in display cases

18
or attached on bulletin boards. Dramatic performances (portrayal of people, events, procedures)

dolls and puppets are produced for use as dramatic models.

Models, Mock-ups Globes, and Relief Maps: These can be purchased or produced by the

teachers and students jointly. Exhibits and dioramas made up of models can be borrowed,

purchased or constructed.

Television programmes: This requires television receivers and antenna systems. They can be

produced jointly by students and teacher as learning experiences.

Motion pictures: Projection equipment for accommodation either optical and/or magnetic sound

tracks or projection screens are required. Still pictures projection materials include transparencies

and micro-projector materials (microscopic slides and microscopic objects).

Other audio-visual materials include study prints and pictorial illustrations, radio and audio

programmes, as found in tapes or disk recordings, radio broadcasts, graphic materials such as

maps, graphs, cartoons, diagrams and charts.

According to Aina and Olutade (2006), the chief visual tools which can be used by the teacher

may be classified as follows:

Pictorial and Graphic Aids: Chalkboard, textbook illustrations, charts, pictures (a) drawing (b)

reproductions (c) photographic maps of various types of diagrams, picture language (Isotype,

etc)

Optical Aids: Episcope, diascopes (a) standard lantern (b) sub-standard slide projector (c) strip

projector (d) micro-slide projector

16mm Cinematograph:

(a) Silent

19
(b) Sound

Specimens: (a) Actual objects

(b) Facsimiles or reproductions

Audio-visual aids such as downloaded online presentations, charts and a heart model will be

used in this study to investigate the effect of audio-visual aids on the academic performance of

SS2 biology students in Zaria Educational Zone, Kaduna State.

20
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This study is carried out to determine the effect of audiovisual materials on performance and

retention of biology among SS2 students in Zaria, Kaduna state. This chapter outlined the precise

methods and procedure used in conducting the study. The sub-headings under this chapter are:-

3.1. Research Design

3.2. Population of the Study

3.3. Sample and Sampling Technique

3.4. Instrument for Data Collection

3.4.1 Validity of Research Instrument

3.5. Procedure for Data Collection

3.6. Procedure for Data Analyses

3.1 Research Design

This study will employ quasi-experimental design. In a quasi experimental study, there is no

random assignment of subjects. Intact classes will be used for the study. The specific design the

researcher will use for this study is a pretest post test non equivalent control group design. There

will be treatment group (where students will be taught using audio visual instructional material)

and control group (where students will be taught without instructional materials). The design is

illustrated thus:

EG-----01-----X1-----02

CG-----01-----X0-----02

Where:

21
EG= Experimental Group

CG= Control Group

O1= Pre-test

X1= Audiovisual

X0= No Audiovisual

O2= Post-test

3.2. Population of the Study

The population of the study comprises of SSII biology students in the 17 public senior secondary

schools in Zaria Educational Zone of Kaduna State. The population comprises of single sex and

co-educational schools. There are four male Schools, four female Schools and nine co-

educational schools. The total number of students in the population are 1401, comprising of 865

males and 536 female. Since gender is one of the variables in the research, purposive sampling

procedure was adopted to ensure subjects chosen that is both male and female had similar

background, experience and environmental exposure. Therefore only the nine (9) co-educational

schools were chosen out of seventeen (17) schools in the population. The co-educational schools

comprises of 684 students out of which 416 are males while 268 are females.. The breakdown of

the population is as presented in Table 3.1

22
Table 3.1: Population of the Study

Population

s/no Name of School Male Female Total

1 SCI SEC SCH KUFENA 42 26 68

2 GSS T/WADA 47 31 78

3 GSS LIKORO 38 23 61

4 GSS DINYA 38 25 63

5 GSS T/JUKUN 40 28 68

6 GSS D /BAUCHI 60 32 92

7 GSS K/JATAU 43 40 83

8 GSS CHINDIT 63 36 99

9 GSS DAKACE 45 27 72

TOTAL 416 268 684

The Population Comprises of SS2 biology male and female students with average age of 16

years and predominantly Hausa by tribe.

3.3. Sample and Sampling Technique

The area for this study is Zaria Kaduna State, Nigeria. This study will be carried out within the

Zaria Education zone of Kaduna state. A total of 139 secondary school biology students will be

used for this study. These will comprise of both the treatment and control groups. Two co-

educational secondary schools will be drawn for this study through simple random sampling.

One of the mixed schools will be assigned to treatment group while the remaining one will be

23
assigned to the control group through the toss of a coin. In each school that will be drawn for this

study all the intact classes of SSII will be used.

Table 3.2: Sample Selected for the Study

Name of school Male Female No of students

s/no

1 GSS T/WADA 47 31 78

2 GSS LIKORO 38 23 61

TOTAL 85 54 139

The Sample Selected for the study comprised of SS2 biology male (85) and female (54) students

with an average age of 16 years and predominantly speaks Hausa languages

3.4. Instrument for Data Collection

The instrument the researcher will use for data collection is a Biology Performance Test

(BPT).The biology achievement test is a 20-item Multiple-choice type questions that will be

developed by the researcher from the content area that will be used for this study. Details of the

instrument are shown in the appendix at the back of the report.

3.4.1. Validity of Research Instrument

In order to test the validity the instrument, the Biology Performance Test questions developed by

the researcher was given to Dr Ibrahim Adamu of the Department of Vocational and Technical

Education, Faculty of Education for corrections and input before the final copy was administered

to the students.

3.5 Procedure for Data Collection

24
Two instructional approaches will be used for this study. Audio visual instructional material

(which would include the use of charts, heart model and video presentation of the topic) will be

used in teaching the experimental group while the control group will be taught without

audiovisual materials. The Biology Performance Test (BPT) will be used for the pretest and the

post test for each experimental group. Scores obtained by the students in the pretest and posttest

will be computed and compared between the experimental and control groups.

3.6 Procedure for Data Analysis

The Statistical Package for Social Sciences (SPSS) version 19 will be used for statistical

analysis. Continuous variables will be expressed in mean + standard deviation while categorical

variables will be expressed in frequencies and percentages. Comparison of continuous variables

will be done using student t-test while that of categorical variables will be done using chi-square.

The Null Hypotheses are re-stated below:

HO1 There is no significant difference in the academic performance of SS2 students taught

biology using audio visual instructional materials and those taught without instructional

materials,

t-test will be used in its testing.

HO2 There is no significant difference between the performance of SS2 male students taught

biology using audio visual instructional materials and those taught without instructional

materials,

t-test will be used for its testing.

HO3 There is no significant difference between SS2 female students taught biology using audio

visual instructional materials those taught without instructional materials, t-test will be used for

its testing.

25
26
 CHAPTER FOUR

DATA ANALYSIS, RESULTS AND DISCUSSION

4.1 Introduction

This chapter contains the data collected for analysis and discussion. The chapter is presented

under the following subheadings:

4.2 Descriptive Statistics of population

4.3 Answering Research Questions and Testing Null Hypothesis

4.4 Summary of Major Findings

4.5 Discussion of Major Findings

4.2 Descriptive Statistics of Population

Analysis of distribution of students according to sex is as presented in Table 1 and Figure 1

Table 4.1 Distribution of Study Population by Gender

Group Sex Pretest Posttest

Experimental F 23 23
M 38 38
Total 61 61
Control F 31 31
M 47 47
Total 78 78
Total F 54 54
M 85 85
Total 139 139

Field Survey

27
Experimental=school taught with audio visual materials; Control=school taught without

audiovisual material; f = female; m = male

23 (17%)
47 (34%)
Control male
38 (27%) Control female
Experimental male
31 (22%) Experimental female

Fig. 1 Showing Gender Distribution of the Students in the Schools

The Experimental group comprised of 61 Biology students (male 38, female 23) while the

Control groupcomprised 78 Biology students (male 47, female 31) who took part in this study

(table 1 and figure 1). The analysis of the gender distribution of the students shows that the

number of male students (61%) in both groups is higher than females (39%).

4.3 Answering Research Questions and Testing Null Hypothesis

Research Question One

What is the difference in the academic performance of students taught with audio visual

materials and those taught without instructional materials.

To provide an answer to this research question, the mean standard deviation of students taught

using audio visual instructional materials and those taught without instructional materials was

used. The analysis is as shown in Table 4.2

28
Table 4.2 Posttest Mean Scores and Standard Deviations of the Experimental and Control

Group

Group N Mea Std. Deviation Mean Difference

Experimental 61 7.95 2.98008

1.14

Control 78 9.09 3.38517

From Table 4.2 it can be seen that the mean score of the control group of students taught without

audio visual aids was higher the mean score of the experimental group of students taught using

audio visual aids with a mean difference of 1.14. To find out how significant the difference is, t-

test statistics was used in analyzing the scores.

Null Hypothesis One

HO1: There is no significant difference in the academic performance of SS2 students taught

biology using audio visual instructional materials and those taught without instructional

materials.

To test this hypothesis, the posttest means scores of experimental and control group students

were analyzed using the t-test statistic. The result of the t-test analysis is shown in Table 4.3

29
Table 4.3 Summary of t-test Analysis of Post test Scores of Experimental and Control
Groups

GROUP N Mean S.D Std. error df t-cal t-crit p-value

mean

Experimental 61 7.950 2.98008 0.38156

8 137 2.11 1.96 0.04

Control 78 9.089 3.38517 0.38156

Significant at p<0.05

From Table 4.3 the p-value of 0.04 is less than the 0.05 level of significance which is an

indication that there is significant difference between the control group students and the

experimental group students in the achievement test. This shows that the students in the control

group achieved significantly higher than those in the experimental group in the biology

achievement test (BAT). The mean score of the control group as shown in Table 4.2 is 9.09

which is higher than 7.95 mean score of the experimental group. This indicates that the control

group taught without audio visual aids performed better than the experimental group taught using

audio visual aids.

Based on the result of Table 4.3, the hypothesis which states that there is no significant

difference in the academic performance of SS2 students taught biology using audio visual

instructional materials and those taught without instructional materials is therefore rejected.

There is significant difference in the performance of students taught using audio visual aids and

those taught without audio visual aids.

30
Therefore, audio visual instructional materials did not have a significant effect on the academic

achievement of the students.

Research Question Two

What is the difference in the academic performance of SS2 male students taught biology using

audio visual instructional materials and those taught without instructional materials.

Table 4.4 Posttest Mean Scores and Standard Deviations of Male Students

Groups N Mean Std. Deviation Mean

Difference

Experimental 38 8.26 3.21

0.23

Control 47 8.49 2.94

From Table 4.4 it can be seen that the mean score of the control group of students taught without

audio visual aids was higher the mean score of the experimental group of students taught using

audio visual aids with a mean difference of 0.23. To find out how significant the difference is, t-

test statistics was used in analyzing the scores.

Null Hypothesis Two

HO2: There is no significant difference between the performance of SS2 male students taught

biology using audio visual instructional materials and those taught without instructional

materials. To test the hypothesis, the posttest mean scores of performance of male students were

analysed using t-test statistics. The result of the t-test analysis is as shown in Table 4.5

31
32
Table 4.5 Summary of t-test analysis of Posttest Scores of Female Students in the
Experimental and Control Groups

Group N Mean S.D Std. error Df t- t-crit p-value

mean cal

Experimental 38 8.26 3.21 0.52

83 0.34 2.00 0.74

Control 47 8.49 2.94 0.43

P < 0.05

From Table 4.5 the calculated t value of 0.34 is less than the critical value of 2.00 at the degree

of freedom of 83 and 95% confidence interval. The p-value of 0.74 is higher than the level of

significance of p < 0.05 which means it was not significant. This result indicates that there is no

significant difference in the performance of male students in the experimental and control

groups. The null hypothesis is therefore retained.

Research Question Three

What is the difference in the academic performance of SS2 female students taught biology using

audio visual materials and those taught without instructional materials.

Table 4.6 Posttest Mean Scores and Standard Deviations of Female Students

Group N Mean Std. Deviation Mean difference

Experimental 23 7.43 2.54

2.57

Control 31 10.0 3.83

33
From Table 4.6 it can be seen that the mean score of the control group of students taught without

audio visual aids was higher the mean score of the experimental group of students taught using

audio visual aids with a mean difference of 2.57. To find out how significant the difference is, t-

test statistics was used in analyzing the scores. Result of the t-test analysis is as shown in Table

4.7.

Null Hypothesis Three

HO3: There is no significant difference between SS2 female students taught biology using audio

visual instructional materials and those taught without instructional materials.

To test the hypothesis, the posttest mean scores of performance of male students were analyzed

using t-test statistics. The result of the t-test analysis is as shown in Table 4.7

Table 4.7 Summary of t-test Analysis of Posttest Scores of Female Students in the
Experimental and Control Groups

Group N Mea S.D Std.error mean df t-cal t-crit p-value

Experimenta 23 7.43 2.54 0.53

l 52 2.95 2.02 0.005

Control 31 10.00 3.84 0.69

P < 0.05

From Table 4.7 the p-value of 0.05 is equal to the level of significance which is an indication that

there is significant difference between the control group and the experimental group of female

students in the achievement test. This shows that the students in the control group achieved

higher than those in the experimental group in the biology achievement test (BAT). The mean

score of the control group as shown in Table 4.6 is 10.00 which is higher than 7.43 mean score of

34
the experimental group. This indicates that the female students taught without audio visual aids

performed better than those taught using audio visual aids.

Therefore, the hypothesis which states that there is no significant difference in the academic

performance of SS2 female students taught biology using audio visual instructional materials and

those taught without instructional materials is therefore rejected. There is significant difference

in the performance of female students taught using audio visual aids and those taught without

audio visual aids.

4.4 Summary of Major Findings

1. The study indicated that there was a significantly higher performance among students

taught without audio visual aids compared to those taught using audiovisual instructional

materials.

2. The study showed that performance among male students taught with audiovisual

instructional materials was slightly higher than those taught without instructional

materials but the difference was not significant.

3. The study showed that female students taught without instructional materials performed

better than those taught with audiovisual instructional materials.

4.5 Discussion of Major Findings

The study revealed that use of audiovisual instructional material had no significant positive

effect on the performance of the students, the study also found that male students taught with

audiovisual instructional materials performed slightly higher than those taught without

instructional materials but the difference was not significant and that female students taught with

audiovisual instructional materials did not perform better than those taught without instructional

materials. This goes against the findings of others such as: Samreen et al (2012) who observed

35
that the use of audiovisual aids brought positive and constructive change in the learning

achievements of students, Amosa et al (2014) who said “students expose to animation +

narration outperformed those exposed to the conventional learning of abstract concepts by

helping students to concretize ideas and also stimulate their imagination.

However, the findings concurred with those of Grobe and Struges cited in Saibu (2002), who

found that those students taught through the conventional teaching method achieved a mean

posttest score slightly higher than those taught by the audio-tutorial (narration) method.

This result may be as a result of the following reasons;

That teachers when using audiovisual aids overlook the aspect of explanation, rather consider

audiovisual aids as self explanatory but explanation at every level of learning is a must, suppose

a diagram of the heart is shown to the students and if it is wrongly labeled, instead of passing

concrete concept it will lead to misinformation, Prasad (2005).

The students were taught using the following audiovisual aids: chart, a heart model and video

presentation of the topic. Therefore it could be that displaying too many audiovisual aids

simultaneously in a single class can be very confusing for the students and even for the teacher

as well. Concepts can overlap leading to misunderstanding and poor retention Sampath,

Panneerselvam and Santham (1998).

Critics have also believed that audiovisual aids carry high rate of attractiveness that results in a

child being diverted from desired path of learning and lost in recreation and fantasy Mangal S

(2008).

36
Lastly, the human being is curious by nature so are students too. Students are always enthusiastic

and eager to see, touch and hear new things. When a teacher chooses to supplement the lecture

with audiovisual aids, managing the class happens to be a very difficult task and controlling the

students excitement is a must, if not the teachers efforts go in vain Prasad (2005).

37
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter is presented under the following sub-headings

5.1 Summary

5.2 Conclusion

5.3 Recommendations

5.4 Limitations of the study

5.1 Summary

The research work compared the effect of audiovisual materials on performance in biology

among SS2 students in Zaria educational zone, Kaduna state Nigeria. The research had four

specific objectives, four research questions and four null hypotheses. The research adopted a

quasi-experimental design. The population of the study was one thousand four hundred and one

(1401) SS2 biology students. Six hundred and eighty four (684) were used for the study. A

biology performance test was used for data collection which was a 20 –item multiple choice type

questions that were developed by the researcher. The test was marked using a drawn marking

scheme. Mean score and standard deviation were used to answer the research questions. The

statistical package for social sciences (SPSS) version 19 was used for the statistical analysis. The

null hypotheses were tested at 0.05 levels of significance.

The study revealed that:-

1. The mean score and standard deviation of students taught with the conventional teaching

method was significantly higher than that of those taught with audiovisual instructional

materials.

38
 2. The performance of male students taught with audiovisual instructional materials was

slightly higher than those taught without instructional materials but the difference was not

significant.

3. The performance of female students taught without instructional materials was

significantly higher than those taught with audiovisual instructional materials.

5.2 Conclusion

Based on the outcome of the research work, the researcher concluded that even though use

of audiovisual aids plays a vital and positive role in students learning achievement, there are

factors that could interfere with its effectiveness and thereby rendering it ineffective having no

effect on the students performance, these factors as have been discussed involve both students

and teachers alike.

5.3 Recommendations

Based on the outcome of the research, the following recommendations were made.

1. Appropriate use of audiovisual aids is a skill; therefore teachers should be trained in use

of traditional as well as new technology based audiovisual aids through pre-service as

well as in-service teachers’ professional development programmes.

2. Teachers should be encouraged to use audiovisual aids from the very early stages of

learning in order to enhance the interest and motivation of students and keep them

attentive in class.

3. Curriculum planners and policy makers should introduce early use of audiovisual aids in

the curriculum so as to familiarize the students with the technology so as to prevent over

excitements when they are exposed to it for the first time at a later stage thereby causing

distractions to the students.

39
 4. State and Federal governments should equip all schools with necessary audiovisual

instructional materials for teaching and learning.

5.4 Limitations of the study

The researcher encountered the following challenges in the course of the study:

1. It was not easy to get a full class attendance for the lessons as some students were not

regular to school, this made the researcher to have to delay or sometimes cancel the

lessons until the right number of students were present in class.

2. Class control was very difficult as students were not used to seeing video presentation of

lessons, thereby making the researcher extend the time for lessons.

3. The large number of students in the classes also made the lessons and class control

difficult.

5.5 Suggestions for Further Studies

The study suggests that audio visual instructional materials did not effectively improve

performance of SS2 Biology Students in Zaria Educational Zone, Kaduna State. However

there are areas that warrant further studies.

1. Effect of Audio visual instructional materials on retention ability of SS2 biology students

in Zaria Educational Zone, Kaduna State.

2. Effect of Audio visual instructional materials on the attitudes of students towards learning

biology in secondary schools in Zaria Educational Zone, Kaduna State.

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40
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APPENDIX 1

43
 BIOLOGY ACHEIVEMENT TEST QUESTIONS

Name Of School:

Gender:

Time allowed:30 minutes

INSTRUCTION: Select the correct answer from the options labeled A-D

1. The main circulation is known as …………………..

a. double circulation

b. pulmonary circulation

c. systemic circulation

d. blood circulation

2. The following substances are present in the plasma except

a. soluble proteins

b. excretory products

c. white blood cells

d. hormones

3. The pigment present in red blood cells that enables it to transport oxygen is called

a. Phagocytes

b. lymphocytes

c. chlorophyll

d. hemoglobin

4. All these statements are correct about an artery except that it:

a. has valves

b. carries blood away from the heart

c. contains blood at high pressure

44
d. usually carries oxygenated blood

5. The movement of blood through the heart twice in one complete circuit is known as:

a. circulatory system

b. double circulation

c. pulmonary circulation

d. blood circulation

6. The mammalian heart has …………… chambers

a. 2

b. 3

c. 1

d. 4

7. The instrument used in measuring a person’s blood pressure is called

a. sphygmomanometer

b. stethoscope

c. thermometer

d. sphygmometer

8. ……… artery supplies blood to the liver

a. carotid

b. hepatic artery

c. renal artery

d. iliac artery

9. The jugular veins brings blood from the…….

a. forelimbs

b. hind limbs

c. head & neck

45
c. intestines

10. The following are materials transported in plants except

A. mineral salts and water

b. oxygen

c. hormone

d. soluble proteins

11. The main transport media in plants are:

a. cell sap and cytoplasm

b. xylem and phloem

c. cytoplasm and water

d. water and cell sap

12. In an open circulatory system, the large spaces that surrounds organs is called

a. sinuses

b. interstitial fluid

c. haemolymph

d. spaces

13. The fluid part of blood is known as……….

a. red blood cell

b. plasma

c. platelets

d. water

14 The main components of latex are :

a. excretory substances

b. hormones

c. dissolved nutrients

46
d. pigments such as chlorophyll and phytochrome

15. The following are factors that influence the rate of transpiration except

a. humidity of air

b. rainfall

c. light

d. strong wind

16. Which of the following statements is not correct about the mammalian heart?

a. oxygenated blood enters the left auricle from the pulmonary vein

b. the walls of the ventricle are thicker than those of the auricle

c. blood passes from the right ventricle to the left auricle through the aorta

d the tricuspid valve prevents the back flow of blood into the right auricle

17. Which of the following adapts the aorta to the high pressure of blood from the heart

a. thin walls

b. membrane

c. thick elastic walls

d. rigid walls

18.Which of the following factors is likely to increase the rate of transpiration in plants

a. a reduction in the number of stomata per unit surface area

b. increase in humidity around the leaves of plant scan increase in leaf surface area to volume

ratio

d. removal of leaves from plants

19. the following are functions of blood except

a. transport of digested food

b. transport of excretory products.

c. transport of hormones

47
d. destruction of antibodies

20. The process of replacing a person’s damaged organ or tissue with a new one is called

a. organ transplant

b. tissue surgery

c. organ replacement

d. tissue replacement

APPENDIX 2

48
 Biology Achievement Test Marking Scheme

1 c

2 c

3 d

4 a

5 b

6 d

7 a

8 b

9 c

10 d

11 a

12 a

13 b

14 a

15 b

16 b

17 c

18 c

19 d

20 a

49